The study is a comparative analysis of conceptual metaphors in English and Shona. The objectives of this study were: to compare the metaphorical expressions of English and Shona in the same or similar domains in order to establish on the one hand whether there are similarities and/or differences cross-linguistically and cross-culturally in the metaphorical construal of reality between these two languages and on the other hand, to establish what the underlying motivation is for the similarities and the differences between these two unrelated languages. The thesis also explores the reasons for the similarities in terms of particular assumptions underlying conceptual metaphors, that is, embodiment and ecological motivations. / Linguistics and Modern Languages / D. Litt. et Phil. (Linguistics)

Research has shown that the extent of students' vocabulary in the language of learning and teaching, as an important component of overall language proficiency, plays a crucial role in reading and academic success, whether students are studying through their mother tongue or not. This study compares the vocabulary size of Grade 7 English second language immersion students with that of their English mother tongue classmates, focusing primarily on receptive vocabulary. Two aspects of immersion that South African children may experience are identified: length and quality. It is assumed that the longer the immersion, and the richer the immersion environment, the more positive the effect on vocabulary size will be. Overall results suggest that length has a slightly stronger effect on receptive vocabulary size than quality, though both are generally positive, and that most immersion students are beginning to develop a basic receptive vocabulary size comparable with that of their English mother tongue peers. / Linguistics and Modern Languages / (M.A. (Linguistics))

Communicative Language Teaching (CLT) has been adopted in various countries in the world. This is especially true in an EFL context in Ethiopia where it has received considerable attention both at policy and classroom levels. This study aimed to investigate English as Foreign Language (EFL) instructors' conceptions and applications of CLT in teaching grammar lessons in private universities in Ethiopia. Due to the nature of the issues addressed in the study, the mixed-methods approach was employed. The data for the study were collected from 25 EFL instructors teaching in four private universities through semi-structured interviews, quantitative questionnaire, and classroom observation. The qualitative data collected from the semi-structured interviews and classroom observation were analysed thematically, using deductive thematic analysis. The quantitative data garnered through the questionnaire were analysed using the latest version of SPPS (Version 20) available at the time of data analysis. While the study highlighted four major EFL instructors' misconceptions stemming from the discrepancies in understanding the term communicative, it revealed that the majority of the EFL instructors' conceptions of CLT were consistent with the CLT literature. To that effect, the study illuminated the EFL instructors' conceptions of grammar and CLT concerning the teacher’s role, the learners’ role, the types of teaching materials, the place for grammar in CLT as well as the methods of teaching grammar lessons and assessing the learners’ performance in grammar lessons. Nevertheless, the classroom practices of the majority of the EFL instructors were inconsistent with their conceptions of CLT because they predominantly employed the lecture method to teach grammar lessons. The study also found various socio-cultural and economic variables practically affecting the application of CLT in teaching grammar lessons in private universities in Ethiopia. Consequently, the study identified teacher-related factors, student-related factors, institutional factors, curriculum-related factors, and system-related factors as the main difficulties of implementing CLT in teaching grammar lessons. The study recommends that measures that align policy with practice should be taken to ensure that the instructors' conceptions are realised in classroom situations, thereby minimising the discrepancies between their conceptions and their classroom practices. / English Studies / Ph. D. (Languages, Linguistics and Literature)